What is your big question?

If we focus on the big overarching goal of equity, will we see all of our students proficient in mental health literacy, and 100% of our students meeting expectations in the areas of literacy and numeracy? *Note - students on an Individual Education Plan to successfully meet their goals by the end of the year.

Butze Rapids class fieldtrip in September for community building purposes

Orange Shirt Day, September 30th, 2020

Outdoor Education to Calm the Mind and Heart

What is going on for our learners?

School Background Information: 

Lax Kxeen (meaning ‘Kaien Island’) Elementary School is located in Prince Rupert, a small city on the North Coast of British Columbia.  Lax Kxeen was built in 2000 and was the first school in School District 52 to be given a Ts’msyen name. Lax Kxeen is a K-5 school with a culturally diverse population.  The cultural make-up of our school consists of : Indigenous, Caucasian Vietnamese, East Indian and a mix of European decent.  Currently our enrollment is 177 students of which 55% are of Indigenous  ancestry.  In addition, we have the highest rate, approximately (40%) in the district of cross-boundary applications.  A number of families are choosing to attend Lax Kxeen as opposed to their neighbourhood school. It currently offers both a daycare and a before-and-after school care program as well as a Strong Start Centre 5 mornings a week. Our new playground has attracted community members from all neighbourhoods in town.

Our learners:

Due to the Covid 19 pandemic, we have had an average of 16% of our student population not attend school during the 2020-21 school year.

There is evidence to support that Kindergarten students who did not attend school regularly or at all were at risk in the Phonemic Awareness Year End Heggerty Assessment Data.

Reading Benchmarks for Grades 3 and 5 students were extremely low due the the learning loss in the latter part of the school year: April to June 2020.  Then 16% of our students were non attenders during the 2020-21 school year - 10%  of those are of Indigenous ancestry.

FSA data from Winter 2021 demonstrates that our Grade 4s did close the learning gap or loss mid way through the year. Results for 2021 ( January) indicated that 30% of our students are not meeting in the areas of reading, writing and numeracy. we still have work to do to close the gap between non-Indigenous and Indigenous.

This year's MDI results for our schools' Grade 5 students in the section  of Social Emotional Learning are  somewhat concerning.  The scores on the items were between 30% to 71% which translates to low confidence in each of the Social Emotional Learning questions on the survey.   We need to address areas such as optimism, prosocial behaviors, absences of sadness, absence of worries, self-regulation ( both short term and long term) . To support these findings,   The results of  the Student Learning Survey completed by the Grade 4 students in 2019-20 the scores for student's stress and anxiousness at school( 20 % do) and feeling good about themselves ( only 51% do). Focusing on Mental Health  Literacy will address these areas.

EDI results show a strong cohort of Kindergarten students all across the instrument. One area scoring higher than the rest was the communication skills and general knowledge. ) communicating one's own needs, participated in story-telling, and general interest in the world.

Lax Kxeen Elementary School

Grade 3 and % Fall and Summer Benchmarks data

These results are a concern and is evidence that as a school we need to address the learning loss during this pandemic year.

Kindergarten Year End Data- Heggerty Assessment Phonemic Awareness

FSA trend over 3 years

Middle Years Development Instrument

This year Grade 5 students completed this survey due to school closures due to Covid 19 in March of 2020.

Learning Survey

The Grade 4 students at Lax Kxeen Elementary School completed this survey in April 2021.

Early Development Instrument

Kindergarten Students

New Playground 1

New Playground 2

What will have the biggest impact?

Focus on what equity really means, provide staff with in service on the definition and that we need to be aware of low expectations we may have for the various cultural groups at our school.  We have 9 Vietnamese families we need to consider and address the barriers they may be facing in the school system.

Ensure that staff are aware of Standard  9 and that it is embedded cross-curricular during the school year. The First Peoples Principles of Learning are powerful and easy to imbed in every day teaching. 

Teachers have the greatest impact on the learning environment and if students feel accepted and a sense of belonging in our school community, mental health and academics will thrive.

Our school beliefs which we teach on a regular basis addresses all areas of social emotional learning- Respect, Ownership, Community and Success

These beliefs are in place to ensure every student, staff and parents/guardians feel a sense of belonging and safety at our school.  The Lax Kxeen Code of Conduct expands on our school beliefs and how we use Restitution to resolve conflicts.

A book club around the theme of equity and mental health would be invaluable.

It is the duty of School Leaders to guide and ensure staff receive in service and training in this area.

Staff use consistent common resources to teach reading and numeracy. For example, the primary team (K to Grade 2) use the Heggerty Phonemic Awareness Program and the Intensive Phonological Awareness Program so that learners attain important fundamental skills required to ensure a high percentage of our students are reading by the end of Grade 3. 

First Peoples Principles of Learning

Continue tp encourage staff to reference and utitlise the First Peoples Principles of Learning in daily practice.

BC Teachers' Council - Professional Standards for BC Educators

Standard 9: Educators respect and value the history of the First Nations, Inuit and Metis in Canada and the impact of the past on the present and the future. Educators contribute towards truth, reconciliation and healing. Educators foster a deeper understanding of ways of knowing and being, histories, and cultures of First Nations, Inuit and Metis. Educators critically examine their own biases, attitudes, beliefs, values and practices to facilitate change. Educators value and respect the languages, heritages, cultures, and ways of knowing and being First Nations, Inuit and Metis. Educators understand the power of focusing on connectedness and relationships to oneself, family, community and the natural world. Educators integrate First Nations, Inuit and Metis worldviews and perspectives into learning environments.

Learning on the land!

Forest exploration!

Lax Kxeen School Beliefs

These school beliefs are posted in each classroom and in the hallways and gymnasium. There is a large matrix poster on the upper wall in the west pod area for everyone to see and refer to on a regular basis.

Lax Kxeen Code of Conduct

Every effort to support students and to determine root causes will be made. Staff are encouraged to work with students to learn more about their behavior, to take responsibility for it, and to fix their mistake.

What is leading to this situation?

Examining the data sources listed in #3 Focus of this plan leads us to our goal of Equity to address mental health as well as 30% of our students in Grade 4 not meeting expectations in reading, writing and numeracy.

The learning loss experienced by 50% of our students from April 2020 to June 2020 and 16% from September 2020 to June 2021 lead us to this situation.

Masks became mandatory for our Grade 4/5s

Restrictions for Covid-19 posted around the school.

September 2020 came with a number of health restrictions in place: staff and visitors wearing masks visitors signing in, sanitizing hands daily health checks, cohort classes, hallway directional arrows and room capacity limits, virtual meetings.

SD52 Attendance

How are we contributing to it?

Did we do enough to reach out to those families who did not send their children to school? Many were fearful especially when a number of school exposure letters went home within a one month time period.

What do we need to learn?

What EQUITY truly means and how to implement it in our daily school life.

Understand the impact the pandemic has had on our students mental health and academic progress . To address the learning loss and how as a school team we can identify those most at risk and check in with the team surround those students at least 4 times a year.

Professional Development for the 2021-22 school year will focus on starting a book club to learn more about equity and how addressing this can lead to mental health literacy. Hopefully CARS sessions will continue in our District.

Rich Professional Development Opportunities for Staff in District 52.

How will we learn this?

Build a strong team at Lax Kxeen so there is much collaboration and discussions are ongoing about these important goals. Every staff meeting will have a section of professional development to give staff the tools to meet our goals.

What can we do to make a meaningful difference?

We can become passionate about making a difference for our students and their families by opening our doors again so families are welcomed into the school.  Events such as Meet the Staff Night, Parent Teacher Interviews, Book Fairs, Monthly Assemblies, Family Fun Nights, PALS , POPS, Read-A-Thons, accompanying their children on Fieldtrips and Multicultural Luncheons are open and welcome all families in our school community.

Become a more cohesive staff to be able to comfortably brainstorm ideas and strategies to address students needs. Staff needs to be open to learning about the history of Canada and the impact of Residential Schools on todays' families.

Use the authentic resources in all classrooms provided by Wap Sigatgyet. Staff to attend all of the rich learning opportunities provided on our professional development days by our Indigenous Education Department as well as our Inclusive Education Department to gain an understanding of the diversity in our school.

Foster mental health well-being by communicating regularly with our school counsellor and Learning Service Teachers about priority students and running small interest groups such as : The Lunch Bunch, Basketball /Floor hockey club and Girls groups.

Early on in the year, identify who our priority students are and what supports they need for academic success.

Ensure we do fall data collection for literacy and numeracy so we can track those students who are not meeting expectations. 

Honouring the lives of 215 children lost at the Kamloops Residential School.

Parents Welcomed to our Annual Multicultural Luncheon!

Cedar weaving with a parent volunteer.

Ethnic Foods at our Annual Multicultural Luncheon.

Authentic Resources 1

Authentic Resources 2

Authentic Resources 3

Crest Identification

Art Club

Bey Blades Club

Floor Hockey Club

Have we made enough of a difference?

A new practice to start in the 2021-22 school year is to visit this school plan document to ensure that we are on track for student success in all of our identified goal areas: Overarching goal of Equity to address mental health and student success in reading and numeracy.  We can always do better! We need to develop the growth mindset that we are life long learners and be open to changing our practice to obtain different results. 

How do we know?

We will know if we made a difference when our attendance improves now that the pandemic is almost over.  Student assessments will indicate an increase of students meeting expectations during the three reporting periods throughout the year. Year-end data will show us that we have been successful: MDI, EDI, Student Learning Survey,  Framework For Enhancing Student Learning (FESL), FSAs, Reading Benchmarks Levels for Grades 1-5, Numeracy Assessment purchased from SD 82, Kindergarten Assessments, Grade 1 LLI protocols as well as the Kindergarten Heggerty Assessment. We will notice fewer office and counselling referrals because we have focused on Mental Health Literacy. Lastly, there will be more evidence of equity awareness and practices taking place in all classrooms.